Teachers’ Questioning Approach and Students’ Disposition Towards Mathematics Subject of Junior High School Students in Balagunan National High School

This study examined the relationship between teachers’ questioning approaches and students’ disposition toward mathematics among junior high school students at Balagunan National High School during the 2024–2025 school year. The study was grounded in the idea that effective questioning strategies influence students’ engagement and attitudes toward learning mathematics. A quantitative approach using a descriptive-correlational research design was employed, with 216 students selected through stratified random sampling. Data were collected using validated, adapted survey questionnaires measuring four types of teachers’ questioning approaches: probing, focused, challenging, and stretching questions, as well as students’ dispositions in terms of deep affect, collaborative work, private work, and use of technology. The data were analyzed using mean and Pearson correlation coefficient (r). The findings revealed that teachers’ questioning approaches were rated highly across all indicators, indicating frequent use in classroom instruction. Meanwhile, students’ disposition toward mathematics was generally moderate, with high levels observed in positivity toward learning and the use of technology, and moderate levels in collaborative and private work. Moreover, the results showed that among the four questioning approaches, only stretching questions had a significant relationship with students’ disposition toward mathematics. This implies that questions requiring the application of mathematical concepts to real-life situations improve students’ attitudes and engagement. The study concludes that while teachers effectively utilize various questioning strategies, more emphasis should be placed on stretching questions to enhance meaningful learning. It is recommended that teachers incorporate more real-life, application-based questions to improve students’ dispositions and learning outcomes in mathematics.